The Structure of Teacher Speech in Beginner Japanese Classes

An Analysis Based on Functional Classification

Abstract

This study investigates the functions and structures of teachers’ utterances in beginner-level Japanese language classes, based on a quantitative and qualitative analysis of 2,432 utterances. The analysis adopts the IRF (Initiation–Response–Feedback) framework and a dual categorization: classroom management and instructional content. Teacher utterances were flexibly adapted depending on question types and feedback orientation, playing vital roles in both linguistic scaffolding and relational coordination. The results show that teachers actively shift their utterance strategies to suit interactional needs, especially in balancing instructional clarity and learner engagement. By visualizing teachers’ improvisational responses and adaptive feedback, the study offers insights into how teacher talk functions as a tool not only for instruction but also for classroom dynamics. These findings suggest that teacher utterances should be analyzed as context-sensitive acts that mediate understanding and foster participation. The study also highlights the value of fine-grained utterance tagging and IRF-based discourse analysis in Japanese language teacher education. It demonstrates the potential for using real classroom data to support professional development and reflective practice, providing a foundation for future research on interactional competence and pedagogical flexibility in language classrooms.